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This study aimed to obtain the analysis results of the needs for science teachers in STEM learning on socio-scientific issues. The study involved 135 respondents from various education stakeholders such as Dinas Pendidikan or education department, education and training institutions, and secondary school science teachers. This study utilized a descriptive method. The data were obtained using document analysis instruments, observation guidelines, questionnaires, interview guidelines, and field notes. Then, the data were analyzed descriptively. The results of this study showed that the implementation of STEM training programs was rated in the good category (76%). Teachers still find difficulties in integrating STEM into their teaching due to their lack of understanding of STEM, limited examples in STEM learning, and poor collaboration between teachers in setting learning objectives, scenarios, LKPD, and STEM assessments associated with SSI. Based on the findings through the selected research instruments, the needs of teachers in integrating STEM into their teaching are as follows: 95.5% of teachers stated that STEM integration training was needed, 76.5% of teachers thought that education and training should be sustainable, 77.3% of teachers stated that there was a need for collaboration in the MGMP community, and 72.7% of teachers think they need integrated examples of STEM learning. Furthermore, there are other things required in the training program, which are the utilization of ICT in training, teachers’ active participation in preparing the training program, synchronous activities through online meetings and mentoring, and incorporating socio-scientific issues in STEM learning. Keywords: science teachers, STEM learning, socio-scientific issues
Rahman et al. (Fri,) studied this question.